Dora+&+Lawrence

=Working Page 4: Dora and Lawrence=

**Task 1: TPK** Fill in the blanks in the table provided below. You are required to do some internet searching and discussion before working on this table. The first row is completed as an example for you.

Students are to walk teacher through their understanding of scientific concept(s) and identifying and linking the different variables involved. || Students draw concept maps on paper to show their understanding of scientific concept(s). || Gliffy allows students to collaborate, share understanding and work on a concept map that shows their understanding of scientific concept(s). To better describe and make reference of their understanding, Gliffy allows users to hyperlinks resources to the map. || and functions of the Digestive System || 1) Teacher to illicit response on what they thought the process of how the food goes into the human body in the beginning of the lesson. 2) Teacher to accept any acceptable answer, not to correct their errors. 3) Teacher to proceed with lessons 4) Teacher to come back to the student's responses and correct the misconceptions. || 1) www.wallwisher.com could be used for the students to post their responses to their thought process. After the lesson, the teacher could remove the incorrect thoughts from the students and keep the correct ones and print it as a revision material for the students or use it in the next lesson. 2) Make use of the lesson from Scibermonkey to go through the different parts of the digestive system and the process of digestion. http://www.scibermonkey.org/lesson.htm?Unit=8A&lesson=8a3 || http://www.icenews.is/index.php/2011/04/15/couple-die-in-shower-electrocution http://news.bbc.co.uk/2/hi/uk_news/england/sussex/7062629.stm http://www.telegraph.co.uk/news/1479898/DIY-fan-electrocuted-in-shower.html http://abcnews.go.com/US/story?id=4489783 2) Ask students to explore and find out why these people died. || 1) Self learning sites like [|http://www.deir.qld.gov.au/electricalsafety/livingaroundelectricity/living-safely/index.htm] which they can go though the learning. || liquid to hold hands, Gases to just stand around. 2) Simulate the process of moving the group, shaking one molecule, etc... Make use of this activity to give the student an idea of how different states will behave. 3) Students can try out self paced learning after wards with website complete E-test and print out the results. || 1) Self learning sites like http://lgfl.skoool.co.uk/viewdetails_ks3.aspx?id=596 which they can go though the learning and complete the assessment at the end ||
 * **Activity Type** || **Description of the Activity** || **Possible Technology to Use** ||
 * **Example:**
 * 1. To learn on the different organs
 * 2. To learn about Safety Use of Electricity || 1) Start the lesson with opening news of electrocution.
 * 3. To learn about Speed Time Graph ||  ||   ||
 * 4. To learn about solid, liquid, gases || 1) Role play with students as molecules, Solids to hook their elbows,

**Task 3: Lesson Storyboarding**
1. Use [|gliffy] as a tool for capturing your thinking process on how to deliver a lesson of a 30 mins N(T) Science lesson.

2. After confirming your lesson flow, fill in the template below to show how technology is infused and used to deliver the lesson.

Subject: N(T) Science Level: Secondary 1 N(T) Science Topic: Solid Liquid Gases Prior Knowledge: Density of matter, forces Learning Outcomes: Describe the properties of Solid, Liquid and Gases Pedagogical Approach: Demonstration involving students Giving instructions to the different groups Teacher to simulate forces to flow and compress the matter || NA || Teacher centered ||
 * ** Duration ** || ** Teaching Activities . ** || ** Use of technology .  ** || ** Remarks .  ** ||
 * 5 min || Introduction and learning objective || Powerpoint slides || Teacher centered ||
 * 10 min || Grouping of students into 3 groups
 * 10 min || Student to use the portal in order to complete the lesson and assessment || [|Online self-paced learning module] || Student centered ||
 * 5 min || Summarise and close the lesson, restating the lesson objective || Powerpoint slides || Teacher centered ||